Curriculum Alignment

New South Wales Curriculum - Stage 3

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing

Speaking and Listening 1

Outcome: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Research the origin of the word ‘Kanangra’ from the Reading Library story No Second Chances (True Tales) to springboard a discussion about how indigenous languages are related geographically (Extending Literacy)

use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Use the How to write…modules in Write Time to explore and analyse the effectiveness of informative and persuasive devices in texts and develop an understanding and use of the key elements of planning and composing different types of texts (Extending Literacy)

Use the Fill the Gaps and Multiple Choice activities at the completion of each genre story in the Reading Library and study the Comprehension modules in Skill Builder to build and refine comprehension skills (Extending Literacy)

understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1513, ACELA1514, ACELA1526)

View the Spelling modules in Skill Builder to improve students’ knowledge about how to use a variety of spelling strategies when composing texts (Extending Literacy)

Objective B

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context

Responding and Composing

Outcome: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts

Use students’ own texts generated from the Write Time worksheets to identify and discuss how they have been structured to achieve their purpose (Extending Literacy)

Understand and apply knowledge of language forms and features

identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

compose more complex texts using a variety of forms appropriate to purpose and audience

identify and use a variety of strategies to present information and opinions across a range of texts

Use the Write Time modules to provide opportunities for students to compose more complex texts using a variety of forms appropriate to purpose and audience and identify and use a variety of strategies to present information and opinions across a range of texts (Extending Literacy)

Grammar, punctuation and vocabulary

Outcome: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Content Description:

Related Ziptales Activities:

Students:
Develop and apply contextual knowledge

understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

Study the Verbs and Adverbs modules via the Grammar link in Skill Builder to consolidate understandings of verbs (including the three main tenses) and adverbs (Extending Literacy)

show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Read The Mummy’s Curse in True Tales (Reading Library) to model objective language. Then write a persuasive text using subjective language that states a point of view about whether the events in the story are a result of a curse or just a coincidence (Extending Literacy)

understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Use a Rhyme Time poem to discuss how an author’s choice of specific vocabulary helps express a precise meaning e.g. The Pied Piper’s ‘sharp’ eyes and how such words can have different meanings in different contexts (Extending Literacy)

investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Objective C

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical

Thinking imaginatively, creatively, interpretively and critically

Outcome: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

Content Description:

Related Ziptales Activities:

Students:Engage personally with texts

recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning

identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style (ACELT1616)

compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest

create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1612, ACELT1618)

Select a setting, character and plot in Story Machine to create an imaginative text using a variety of literary devices (e.g. figurative language) and present the text in digital animation format (Extending Literacy)

Objective D

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world

Expressing themselves

Outcome: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

Content Description:

Related Ziptales Activities:

Students: Engage personally with texts

recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Objective E

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English

Reflecting on learning

Outcome: A student recognises, reflects on and assesses their strengths as a learner

Content Description:

Related Ziptales Activities:

Students:Develop and apply contextual knowledge

reflect on own learning achievements against specific criteria

Use the Fill the Gaps and Multiple Choice activities at the end of the Reading Library and Advanced Library genre stories for students to reflect on their own reading comprehension achievements (Extending Literacy)

Understand and apply knowledge of language forms and features

discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts

Use the Reading Library imaginative texts, Make and Do instructional texts, Rhyme Time poems and Write Time informative texts to develop an appreciation of how a reader or viewer can enjoy a range of literary experiences through texts (Extending Literacy)

Respond to and compose texts

formulate questions for specific purposes, eg to clarify and reflect

discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal